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  • 301.
    Bengtsson, Linda
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sterner, Emelie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    När pedagoger i förskolan misstänker att barn far illa: Tillvägagångssätt, påverkan och problematik2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Anledningen till att detta arbete skrivits är för att barns säkerhet och trygghet alltid är ett aktuellt ämne. Det har visat sig att förskolor ibland brustit i sin skyldighet att rapportera misstanke om att barn far illa.

    Syfte: Denna studie behandlar hur personalen i förskolan hanterar misstanke om att ett barn far illa och eventuell problematik i samband med detta.

    Metod: Kvalitativa intervjuer med pedagoger i förskolans verksamhet. Vi har använt oss av den hermeneutiska tolkningsläran, Max Webers idealtyper samt delvis språkanalys.

    Resultat: Vi har kommit fram till att personalens agerande vid misstanke om att barn far illa grundar sig mycket i samtal med kollegor och chefer. Vad som inverkar på huruvida det blir en orosanmälan eller inte har i undersökningen visat sig vara bland annat allvarlighetsgraden. Även pedagogens känslor i samband med detta påverkar anmälningsbenägenheten. I studien har det visat sig att respondenter upplever en rad olika problem när det finns misstanke om att barn far illa och hantering av detta. Samtliga deltagare uttryckte svårigheter men inte alla hade förslag på lösningar. De vanligaste lösningarna som nämndes var bland annat möjligheten till anonymitet för att minska känslan av otrygghet. Andra svar på hur man kunde göra det mindre problematiskt och öka sin medvetenhet var utbildning såväl som fortbildning.

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  • 302.
    Bengtsson, Marie
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Nu kör vi!: Mot jämställdhet i åkerinäringen med ett AIL-perspektiv2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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  • 303.
    Bengtsson, Nilla
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Film i svenskämnet: Gymnasielärares synsätt på filmanvändandet i svenskämnet2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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    fulltext
  • 304.
    Bengtsson, Staffan
    et al.
    Högskolan i Jönköping, Hälsohögskolan.
    Svensson, Lars A.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Erkännandets pedagogik: exemplet lärcenterbaserad utbildning2013In: Gemenskaper: Socialpedagogiska perspektiv / [ed] Eriksson, Lisbeth, Nilsson, Gunilla & Svensson, Lars A., Göteborg: Daidalos, 2013, p. 181-207Chapter in book (Other academic)
  • 305.
    Bengtsson, Staffan
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Svensson, Lars A.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Närhet och kommunikation på distans: en studie om hur studenter och lärare beskriver och upplever lärcenter/högskolecentrumbaserad utbildning2011Report (Refereed)
    Abstract [en]

    Since 2003 the University West in Sweden offers distance courses in Social work and Social pedagogy. The three year program is given in collaboration with a number of local learning centers throughout the country. The technology of videoconferencing enables the teacher to interact with students even though they are separated geographically.

    The study deals with this kind of education seen from the perspective of both students and teachers. The main objective is to illuminate significant aspects of this kind of phenomenon in terms of how students and teachers describe and experience problems and potential embedded in this model. The discussion rests on four overall questions:

    1) What are the motives for students to choose this kind of education?

    2) What kind of expectations did the students have before they started the program?

    3) How do students experience/describe strengths and weaknesses connected to this model?

    4) What experiences do the teacher's have working with this kind of distance education?

    The empirical data has been collected using mainly group interviews and observations. The analysis rests heavily on theories concerning symbolic interactionism and socio-cultural learning. The study underlines that both students and teachers embrace the potential in this form of education, giving more groups the possibility of combining their studies with a sense of regional belonging. However the interviews and observations also reveal weaknesses with this kind of educational model. There is a risk that students at the local learning centers consider themselves as being excluded by teachers and other students at campus; and that the gap between the university and the local learning centers becomes too wide. To prevent this from happening communication and confirmation from the teacher is crucial. But eventhough this scrutiny identifies weaknesses within the technology of videoconferencing, technology alone does not determine the outcome of the teaching. If a teacher manages to show great engagement and structure, this functions as a mechanism weakening the barrierof technology. At the same time it is clear that the model of videoconferencing, from a teacher perspective, can be an obstacle, which emphasizes the importance of developing the technology further and how this technology is being handled by the teacher.

    Finally, we consider the model with local learning centers and videoconferencing as a unique model for education, but that the model, when it comes to areas such as pedagogy, organization and technology, must be allowed to function and develop according to its own premises. 

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  • 306.
    Berg, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johannesson, Jessica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Att ha fulla fickor med trygghet": En kvalitativ intervjustudie om förskollärares upplevelser av relationsarbete mellan pedagoger och barn2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Relationer är något som barn i förskolans verksamhet ingår i dagligen. Hur förskollärare arbetar för att relationer ska skapas, upprätthållas och utvecklas till det positiva är något som väcker stort intresse hos oss. Litteratur kring ämnet påtalar vikten av relationer men något vi anser bör lyftas och synliggöras ytterligare är hur förskollärare kan arbeta för att främja positiva relationer mellan pedagoger och barn.

    Syfte: Syftet med studien är att bidra med kunskap om hur förskollärare upplever relationsarbete mellan pedagoger och barn i förskolan.

    Metod: För att få svar på studiens forskningsfrågor genomfördes en kvalitativ studie med nio förskollärare. Som insamlingsmetod användes semistrukturerade intervjuer. Med hjälp av tidigare forskning och relevant litteratur har vi bearbetat, analyserat och diskuterat vårt insamlade datamaterial.

    Resultat: Studiens resultat visar att förskollärare framhäver vikten av positiva relationer mellan pedagoger och barn i förskolan. Förskollärare arbetar med relationsarbete dagligen. Erfarenhet och olika strategier beskrivs ha betydelse när det kommer till hur en relation utvecklas. För att skapa, upprätthålla och stärka relationer lägger förskollärarna stor vikt vid närvaro och förhållningssätt gentemot barnen. Inskolning och relationen med vårdnadshavare upplevs vara av betydelse för positivt relationsskapande mellan pedagoger och barn. Grundrelationen i arbetslaget lyfts av förskollärare som en viktig aspekt i relationsarbetet. Svårigheter kring relationsarbete upplevs ligga i stress och organisatoriska faktorer. Relationer som präglas av trygghet, ömsesidighet och positiva möten påtalas vara en viktig aspekt för att barns tid på förskolan ska vara utvecklande och bidra till lärande.

  • 307.
    Berg, Eleonor
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hasselström, Elin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att se barnet för alla barn: En kvalitativ studie om gruppstorlekens inverkan på barns möjlighet till lärande och utveckling i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund Tidigare forskning visar att barngruppernas storlek påverkar barnens möjligheter till utveckling och lärande utifrån olika faktorer. Forskning visar att det både finns fördelar och nackdelar med det växande barnantalet i barngrupperna. Förskolans fysiska miljö, förskollärarens kompetens och organisation av barngruppen beskrivs som avgörande för barns lärande.

    Syfte Syftet med studien är att få fördjupad kunskap om hur barngruppens storlek påverkar barns utveckling och lärande. Mer specifikt intresserar vi oss för förskollärarnas tankar kring barngruppens storlek utifrån förskollärarens kompetens, verksamhetens organisation och förskolans miljö. Vi intresserar oss för hur dessa faktorer påverkar barnens möjligheter till utveckling och lärande.

    Metod Vi har använt oss av fokusgruppsintervjuer som kvalitativ forskningsmetod för att få en fördjupad förståelse av förskollärarnas erfarenheter och tankar kring ämnet.

    Resultat Resultatet i vår studie visar att barns möjlighet till utveckling och lärande påverkas av många olika faktorer. Vår analys resulterade i två teman och under dessa teman skapades fyra subteman. Dessa sammanfattas under rubrikerna: Förskollärarnas organisation och Barns möjligheter. Detta presenteras i vår resultatdel.

  • 308.
    Berg, Jenny
    et al.
    University West, Department of Social and Behavioural Studies.
    Vennberg, Charlotte
    University West, Department of Social and Behavioural Studies.
    "Man är ju stark om man har sagan i sig": En studie om hur pedagoger använder barnboken i förskolan2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Anledningen till att vi valde barnboken som utgångspunkt för denna uppsats var att vi båda har ett stort intresse av den. Vi har även erfarenhet av att arbeta med barnboken i barngrupper och sett hur den kan engagera barn. Därför ville vi ta reda på hur den används av pedagoger i förskolan eftersom vi upplever att det är mycket som tar barnens tid, bland annat surfplattor och datorer.

    Syfte

    Syftet med denna studie var att ta reda på hur pedagoger arbetade med barnboken i sin verksamhet på förskolan. Vi ville se om de använde den i sitt arbete med att ge barnen en skriftspråksstimulerande miljö samt vid det sociala samspelet.

    Metod:

    Vi valde att göra en kvalitativ studie med intervju som metod. Därför har vi intervjuat åtta pedagoger om hur de använder sig av barnboken i den dagliga verksamheten. Intervjufrågorna var kopplade till våra fyra frågeställningar som innefattar verksamheten, läroplanen, skriftspråksutvecklingen och det sociala samspelet. Studien har vi gjort på fem olika förskolor i en medelstor stad i västra Sverige.

    Resultat:

    De resultat vi fått har vi jämfört med tidigare forskning och kommit fram till att mycket överensstämmer med den. Pedagogerna använder barnboken aktivt och på olika sätt i den dagliga verksamheten. Den används även som en lugnande och samlande aktivitet under dagen. Samtliga pedagoger i vår studie framhåller barnbokens betydelse för språkutvecklingen. När det gällde läroplansmålen var pedagogerna framför allt medvetna om de språkliga och kommunikativa delarna. Det visade sig även att barnboken användes i stor utsträckning i sociala sammanhang. Det handlade om samspel mellan barn och pedagog, men även barn emellan. Barnboken användes även för att diskutera och bearbeta relationer och känslor.

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    Man är ju stark om man har sagan i sig.
  • 309.
    Bergenholtz, Elin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Dure, Jennie
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hållbar utveckling - ett komplext begrepp: En kvalitativ studie om förskollärares tolkningar och definitioner av de ekologiska, sociala och ekonomiska dimensionerna2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Världens miljö och klimatproblem är ständigt i fokus i dagens samhällsdebatter och nästkommande generationer står inför utmaningar gällande vår gemensamma framtid. Styrande organisationer framhåller vikten av att lärande för en hållbar utveckling, där de sociala, ekonomiska och ekologiska dimensionerna ses som en helhet, ska implementeras redan i tidig ålder. Ett uppdrag som därmed vilar tungt på förskolan. Detta gör förskollärare till en viktig källa för kunskap med målet att rusta barn med färdigheter för att hitta lösningar på de globala prövningar vi står inför. Syfte: Då förskollärare bär det yttersta pedagogiska ansvaret är syftet med vår studie att få kunskap om deras uppfattningar och arbete med de tre dimensionerna av hållbar utveckling. Metod: Studiens undersökning gjordes genom en kvalitativ metod där semistrukturerade intervjuer utgjorde valet för insamling av empiri. Tre förskolor med sammanlagt nio förskollärare intervjuades genom fokusgruppssamtal, och med inspiration av fenomenologi som teoretisk utgångspunkt blev deras beskrivning och tolkningar av fenomenet hållbar utveckling sedd ur deras perspektiv. Resultat: Generellt sett visar resultatet av vår analys att arbetet med de sociala, ekonomiska och ekologiska dimensionerna sker i verksamheterna, men att det finns en avsaknad av medvetenhet kring kopplingen mellan undervisningen och dimensionerna. Detta resulterar i en undervisning som inte förankras i hållbar utveckling utan tenderar att stanna vid ett normativt görande. De kritiskt ifrågasättande diskussionerna som bidrar till att utveckla ett barns handlingskompetens uteblir därför. 

  • 310.
    Berggren, Caroline
    et al.
    Institutionen för pedagogik och specialpedagogik, utbildningsvetenskapliga fakulteten, Göteborgs universitet.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture.
    Widening participation trends in Sweden: Regulations and their effects, intended and unintended2012In: Widening Participation in Higher Education: casting the net wide? / [ed] Hinton-Smith, Tamsin, London: Palgrave Macmillan, 2012, p. 197-212Chapter in book (Other academic)
    Abstract [en]

    Widening Participation in Higher Education: Casting the Net Wide? offers an authoritative up-to-date commentary on the challenges facing higher education today, through the perspectives of experts representing universities across the UK, Europe, Africa and the USA. Contributors draw on recent empirical research as well as analysis of historical developments and emerging policy to provide an understanding of these issues of widening participation to educational practitioners, policy makers and academics alike. Up-to-date insights chart the impact of global economic trends and recent policy developments for students, academics, providers and changing course provision. Contributions from emerging and established experts address a broad range of relevant issues, from the question of grade inflation through to the effectiveness of peer outreach programmes. The book provides insight into how the effects of trends including marketization and globalization will continue to impact pivotally on the extent to which higher education is able to act as a force for social equalization or exclusion of opportunities.

  • 311.
    Berggren, Hanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ju mer läxor desto bättre betyg: En studie kring läxors och läxläsnings påverkan på elevers studieresultat2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: 

    I dagens samhälle är det stort fokus på hur många läxor och vilket betyg elever får. Det finns många pedagoger som lägger stort fokus på läxor för att ha något att bedöma och sätta betyg på. Mitt intresse kring läxor och betyg väcktes då mina egna barn fick många läxor och där det inte framgick varför de skulle ha dem, och i vilket syfte. Är det så att ju mer läxor eleverna får och gör, ju bättre betyg får de? Finns det ett förhållande mellan hur mycket läxor elever får och gör och vilket studieresultat de når? I Lgr 11 nämns inte läxan som ett arbetssätt utan är enbart ett fenomen som finns generellt i alla skolor i landet.

    Syfte:

    Syftet med mitt examensarbete är att undersöka om och i så fall hur läxor och läxläsning påverkar elevers studieresultat. Jag kommer att undersöka om eleverna uppfattar att deras studieresultat påverkas av hur mycket läxor de får eller gör i ett visst ämne. Jag kommer även att undersöka vilken form av läxhjälp eleverna får, om den sker i hemmet, skolan eller av någon professionell som erbjuder läxhjälp.

    Metod:

    Jag har använt mig av en kvantitativ metod där jag genomfört en empirisk undersökning. Jag har använt mig av individuella enkäter där elever i årskurs sju och nio har fått kryssa i redan färdiga svarsalternativ.

    Resultat:

    Resultatet visade att en majoritet av eleverna ansåg att läxor var avgörande för vilket betyg eleverna fick, men när jag jämförde deras betyg i de ämnen som de ansett sig ha flest läxor i hade större delen av eleverna låga betyg i dessa ämnen

  • 312.
    Berggren, Ida
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hur lärare bemöter flickor och pojkar i klassrummet: En observationsundersökning2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Bakgrund:

    Tidigare forskning (Wernersson, 1997; Samuelsson, 2008) har visat att lärare tenderar att ägna mer uppmärksamhet åt pojkar, som därmed dominerar klassrummen. Flickor å andra sidan tenderar att prestera bättre resultat (Wahlgren, 2011) och det feminina uppförandet är det som föredras inom skolans värld. Det ingår i läraruppdraget att främja alla elevers lika rättigheter, oavsett kön så att alla har samma möjligheter att utvecklas (Lgr11). Denna uppsats sätter därför lärarna i fokus eftersom att de spelar en viktig roll för elevernas utbildning men även identitetskapande.

    Syfte:

    Denna undersökning syftar till att synliggöra hur lärare bemöter flickor och pojkar i klassrummet för att därigenom komma ett steg närmare en jämställd utbildning där alla elever får samma möjlighet till utveckling.

    Metod:

    Jag har därmed använt mig av en kvalitativ metod där jag har observerat fyra lärare, varav två manliga och två kvinnliga som alla undervisar i olika ämnen. Det resulterade i sammanlagt 12 observationer, alla genomförda i samma två årskurs 8 klasser.

    Resultat:

    Studiens resultat visade att lärarna tenderade att missa de elever, oftast flickor, som följde skolans regler t.ex. vid handuppräckning. Det framgick även att pojkar och flickor inte ställs inför samma krav i undervisningen, utan förväntas att uppträda olika. De kvinnliga lärarna använde sig mer av de härskartekniker (Ås, 1992) som observationerna dels fokuserade på. Det visade sig då att lärarna själva behandlade eleverna könsstereotypt och hjälpte därmed till reproducera traditionella könsmönster istället för att motverka dem.

  • 313.
    Berggren, Ida
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    So, Luke, what are ravens? I mean, you know more than one?: Discourse particles from a gender perspective2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine the discourse particles you know and I mean from a gender perspective, but also to investigate if popular fiction and fictitious speech represent prior research on this subject. Prior research (Lakoff, 1975) has claimed that women tend touse discourse particles more frequently in order to soften utterances, and therefore expressing linguistic tentativeness. Janet Holmes (1995), on the other hand, has found that women and men tend to use DPs differently, but not that women are insecure communicators. In order to confirm or refute these researhers' claims, I have chosen to study the speech of two fictitious characters, Lucas Scott and Haley James, from the TV- Series One Tree Hill. The material consists of 17 transcribed conversations between the two main characters, and the method used was to compare and contrast my findings to previous research. The study is mainly qualitative, as I wanted to study how the characters use the chosen DPs. However, I will also discuss how frequently they use them. The result showed that the characters tended to use them in different manners. It was also evident that Haley uses the DPs more than Lucas, as she uses you know ten times and I mean seven times, whereas Lucas uses the first one seven times and I mean only once. Thus, the conclusions of the study are that the characters differ in their use of the DPs, but also that popular fiction, i.e. One Tree Hill, agrees with previous research on gender and discourse particles.

  • 314.
    Berggren, Malin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    "Det är good enough": En kvalitativ studie om lärarens komplexa roll i arbetet med elever med en neuropsykiatrisk funktionsnedsättning2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: Comprehensive school absence for so-called Home sitting can have major consequences for the student later in life and it can persist right up to adulthood. Students with neuropsychiatric disabilities (NPF) such as Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) are a large proportion of home residents. According to the National Agency for Education, all students, regardless of disability, have the right to leadership and stimulation in the school. The pupil will develop and on the basis of his / her own conditions, they will reach their knowledge development. The school must, under the teacher's responsibility and guidance, offer the support and teaching that the student needs to achieve the curriculum's goals.

    Aim: The overall purpose is to investigate how teachers work to facilitate students with a neuropsychiatric disability to participate in primary school teaching.

    Method: Qualitative methodology was used in the study and data were collected by eight semi structured interviews conducted with teachers working with students with neuropsychiatric disabilities in a school context. The result has been analyzed with thematic analysis.

    Results and conclusions: During the analysis, four themes of the teacher's complex role emerged, Focused on the student's individual needs, Security for the student and Collegial support as important in the teachers' work. Teachers use strategies, clarifying pedagogy, analog and digital teaching aids to facilitate the student with neuropsychiatric diagnosis. Clarifying pedagogy and aids in all honor is important in teaching but it is the teacher's relationship creation to the student with neuropsychiatric disability that makes the student come to school

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    fulltext
  • 315.
    Bergh, Madeleine
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Sjuksköterskans pedagogiska funktion och kompetens i mötet med närståeden2012In: Pedagogik inom vård och handledning / [ed] Pilhammar Andersson, Ewa, Lund: Studentlitteratur, 2012, 2., [rev.] uppl, , p. 172 s.p. 65-88Chapter in book (Other academic)
  • 316.
    Bergh, Madeleine
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Carlson, Elisabeth
    Malmö högskola. Fakulteten Hälsa och samhälle.
    Friberg, Febe
    Sahlgrenska akademin vid Göteborgs universitet.
    Gedda, Birgitta
    University West, Department of Nursing, Health and Culture.
    Häggström, Eva
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Pilhammar, Ewa
    Sahlgrenska akademin vid Göteborgs universitet.
    Pedagogik inom vård och handledning2012 (ed. 2., [rev.] uppl.)Book (Other academic)
  • 317.
    Berglund, Emilia
    et al.
    Göteborgs stad.
    Lager, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lundqvist, Jennifer
    Göteborgs stad.
    Gustafsson Nyckel, Jan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Det dubbla kompetenskravet: en studie av lärarstudenters utveckling av kompetenser inom en ny lärarutbildning2019In: Forskning i Pædagogers Profession og Uddannelse, E-ISSN 2446-2810, Vol. 3, no 1, p. 87-101Article in journal (Refereed)
    Abstract [en]

    "The dual competence requirement - A study of teacher student competences in a new teacher education" examines students dealing with a dual competence requirement in teacher education. The study has its' background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which is Re-creators, Co-Creators and Innovators. The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject. The Co-creators are characterized by the students adapting to the education's implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age edu-care activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills.

  • 318.
    Berglund, Frida
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Laborativ matematikundervisning och dokumentation: Elevers uppfattning om egen dokumentation i samband med laborativ matematikundervisning2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien är en kvalitativ studie vars syfte är att belysa hur lärare kan arbeta med elevers egen dokumentation i samband med laborativ matematikundervisning. I forskningsöversikten definieras en laborativ matematikundervisning som ett arbetssätt där eleverna arbetar med praktiska aktiviteter som har ett bestämt undervisningssyfte i matematik. Laborativt material definieras som ett material som kan användas som stöd för elevers tänkande. Men vad händer när matematiklektionerna är över och det laborativa materialet plockas bort? Vad finns då kvar av det matematiska lärandet?  I forskningsöversikten påvisas fördelar med att låta elever dokumentera det laborativa arbetet för att minnas lärandet på olika sätt. Exempel på olika sätt att dokumentera lärandet är att skriva, rita, stillbildsfotografering samt ljud- och videoinspelning. För att undersöka vad elever uttrycker kring dokumentation har studien utgått från barns perspektiv. Deltagande observation och barnintervjuer har använts som metoder för insamling av data. I studien deltog sex elever från årskurs ett och studien genomfördes vid två tillfällen. Vid det första tillfället genomfördes en lektion som handlade om att introducera multiplikation med laborativt material. Under lektionstillfället fick eleverna dokumentera arbetet genom att rita och stillbildsfotografera. Vid det andra tillfället intervjuades eleverna för att undersöka om dokumentationsformerna fungerade som ett sätt att minnas lärandet. Eleverna fick först berätta vad de mindes från det första lektionstillfället utan fotografier och teckningar, de fick därefter berätta vad de mindes med dokumentationen som stöd. Efter att empirin var insamlad genomfördes en transkribering och textkodning för att frambringa resultatet. Resultatet i studien visar att fotografierna fungerade som ett stöd för tanken hos samtliga deltagande elever för att komplettera de muntliga utsagorna om vad de lärt sig. Det framkom även att eleverna uttryckte att fotografier var ett bättre sätt att dokumentera på än att rita för att de då kunde se vilket laborativt material som användes och hur de matematiska problemen löstes.

  • 319.
    Berglund, Frida
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Olsson, Evelina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Det är roligare när man är två": En kvalitativ studie om hur elever interagerar under parsamtal i matematik när läraren aktivt arbetar med Talk Moves2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund Kommunikation i ämnet matematik är viktigt för att eleverna ska kunna uttrycka och resonera kring matematiska problem. Trots att kommunikation i skolan är nödvändigt finns det en avsaknad av matematiska samtal i den traditionella matematikundervisningen vilket leder till att eleverna inte får lika stor möjlighet att träna på att samtala i matematik. En metod som kan användas för att förbättra elevernas förmåga att resonera är Talk Moves, vilket är samtalsstrategier som kan användas av läraren för att hjälpa elever att träna på att samtala i matematik.

    Syfte Studiens syfte är att med hjälp av Talk Moves undersöka vad som sker i parsamtal mellan elever i årskurs två när läraren arbetar aktivt med dessa samtalsstrategier. Elevernas egna erfarenheter av parsamtal kommer också att undersökas.

    Metod Studien är kvalitativ och för att besvara studiens forskningsfrågor användes både deltagande observationer och barnintervjuer. Metoderna användes för att både undersöka Talk Moves i relation till parsamtal utifrån ett barnperspektiv men även utifrån barns perspektiv då observationerna följdes upp med barnintervjuer.

    Resultat Resultatet visar att när vi arbetade aktivt med Talk Moves blev parsamtalen mer utvecklande och eleverna fick mer talutrymme i klassrummet. När eleverna inte påmindes om att först diskutera igenom hur de skulle gå till väga resulterade det i att elevernas samarbete blev sämre. Samtliga elever kunde se fördelar med parsamtal. Fördelar som eleverna nämnde var att de blev bättre på att lyssna på varandra, samarbeta och kunde lära sig av varandras strategier.

  • 320.
    Bergman, Frida
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    …så då bestämmer jag!: Lekens makt, positioner och genus i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Överallt i vår omgivning möts vi av makt av olika slag. Människor både tar och ger makt och fördelar den mellan sig. Redan i tidig ålder utövar barn makt och förhåller sig till genus. Både makt och genus är intressanta ämnen att undersöka i förskolan. Barn har i alla tider lekt, men alla barn är individer och agerar på olika sätt. I leken är det ofta vissa barn som får bestämma mer än andra och i vissa lekar använder barn makt på olika sätt för att få bestämma. I denna undersökning har det gjorts observationer på barns fria lek. Barnen har tagit olika maktpositioner i leken. Det har även gjorts observationer på flickors och pojkars lek samt om deras maktpositioner skiljer sig åt. Vad för slags makt och positioner har barn i förskolan? Hur leker flickor och pojkar, har de liknande sätt att leka eller skiljs det åt?

    Syfte: Syftet är att undersöka hur barnen i sin fria lek fördelar maktpositioner mellan sig samt hur de förhåller sig till dessa positioner utifrån ett genusperspektiv. Mer specifikt är det följande frågeställningar som är i fokus:

    -Vilka maktpositioner tar barn i sin fria lek i förskolan?

    -Hur framträder genus i barns lekar i förskolan?

    Metod: Genom att observera barnens lek synliggörs hur barnen förhåller sig till olika maktpositioner och till genus. Genom observationerna framträder ett mönster i barnens lek. Observationerna genomfördes i en 3-6 årsgrupp.

    Resultat: Det finns flera olika maktpositioner i barnens lekar. Alla dessa positioner är viktiga för barnens utveckling. Även begreppet genus har analyserats i barngruppen och både flickor och pojkar leker liknande lekar. Det finns alltså ingen större skillnad på flick-pojklek men deras maktpositioner är olika. Flickor har en benägenhet att prata och resonera fram till lösningar medan pojkar är mer tävlingsinriktade. Resultatet visar att barnen tar olika positioner i sin lek. Analysen lyfte fram följande positioner: ledandeposition, lösningsbenägenposition, mellanposition och underposition. Alla dessa positioner har lika stor betydelse för barns utveckling.

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  • 321.
    Bergman, Malin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Karlsson, Jessica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    En padda i förskolan: En studie i hur Ipaden kan användas i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: I en mer digitaliserad värld vinner surfplattor och smarttelefoner mark. Dessa verk-tyg har kommit att tillhöra många förskolors vardag. Fler och fler pedagoger ser dessa digitala verktyg som ett möjligt redskap för att underlätta det pedagogiska arbetet som sker på förskolan, framförallt i ett dokumentationssyfte.

    Syfte: Syftet med studien är att undersöka de digitala verktygens användningsområden i för-skolan. Vi vill också få reda på pedagogernas syn på vilka för och nackdelar som de digitala verktygen kan ha i verksamheten.

    Vår frågeställning är:

    1. Inom vilka områden använder pedagogerna de digitala verktygen i förskolans vardag?

    2. Vilka för och nackdelar ser pedagogerna att verktygen kan ha i verksamheten?

    Metod: Vi har använt oss av en kvantitativ webbaserad enkätundersökning och för att få en fördjupad förståelse för vissa frågor gjorde vi fyra semistrukturerade intervjuer.

    Resultat: Resultatet visar att de digitala verktygen har många användningsområden. I studien såg vi att de digitala verktygen i hög grad användes i dokumentationssyfte men att applikationer gör verktygen mer kompletta. Fördelarna med de digitala verktygen var att de bidrog till att barnen fick tänka, prova på och utmana sig själva. Verktygen bidrog också till att dokumentat-ion kunde ske i ett "här och nu"- perspektiv. De är lätta att ta med sig för att kunna dokumentera överallt. Nackdelarna var rädslan att verktygen skulle bidra till ett meningslöst tidsfördriv och att barn inte leker på samma sätt som innan. Det framkom även att pedagogerna ansåg att det var av vikt att verktygen inte ersätter pedagogerna utan istället skulle fungera som ett komple-ment till dem. Studien visar även att krånglande teknik medför att pedagogerna känner frustrat-ion. Möjligheten att reflektera över det dokumenterade materialet var ett ämne som också upp-märksammades. Pedagogerna upplevde att tidsbrist kunde vara ett hinder för dem att hitta ge-mensam reflektionsstund

  • 322.
    Bergman, Peter
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Åsberg, Angelica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Alla kan inte bli akademiker: en kritisk studie av regeringens kunskapssyn och betygspolitik2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Bakgrunden till vår uppsats grundar sig på frågan vem skolan egentligen är till för. Vi tog sedan vår utgångspunkt i en föreläsning av Sir Ken Robinson "Changing Education Paradigms". För att smalna av vårt forskningsområde valde vi att inrikta oss mot betyg och dess konsekvenser.

    Syfte:

    Syftet med uppsatsen är att undersöka varför betyg existerar, vad vi betygsätter och hur det påverkar elever att bli betygsatta.

    Metod:

    Metoden som använts i uppsatsen är en diskursanalys, där olika utdrag ur olika artiklar och publikationer (regering, skolminister, självhjälpsbok) analyseras utifrån två teoretiker och två forskare.

    Resultat:

    I vår analys av vårt valda material framkommer en relativt oproblematisk syn på kunskap och betyg, som innebär att fakta är fakta oavsett perspektiv. Analysen visar också att uppfattningen om betyg inte stämmer överens med forskningen

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  • 323.
    Bergqvist, Lovisa
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lugner, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lek I ur och skur: Barns tankar om sin lek i en "I ur och skur verksamhet"2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Utomhusvistelse och utomhuspedagogik spelar viktiga roller i förskolans vardag. Utevistelsen och utomhuspedagogiken är ett alternativ och ett komplement till de traditionella inomhusmiljöerna på förskolan. Pedagogiska aktiviteter och fri lek kan med fördel växlas mellan inomhus- och utomhusmiljöer för att ge olika sinnliga upplevelser. Utomhusmiljöer och naturmiljöer kan erbjuda autentiska lärmiljöer och inspirera till lek. "I ur och skur" är ett koncept från Friluftsfrämjandet där förskole-, skol- och fritidshemsverksamhet bedrivs utomhus och med betoning på friluftsliv. Hur påverkar utomhusvistelsen barns lek och hur pratar barn om sin lek i en verksamhet med daglig vistelse i en rik naturmiljö? Skiljer det sig mellan barnens lek inomhus och utomhus?

    Syfte:

    Syftet med studien är att undersöka hur barn på en "I Ur och Skur verksamhet" upplever och skildrar sin lek. Särskilt fokus riktar vi mot hur utevistelsen och utomhuspedagogiken, som präglar en "I ur och skur verksamhet", kan ha inverkan på barnens lek. Studien ämnar att ge en närmare förståelse för barnens perspektiv på sin lek utomhus/inomhus på en "I Ur och Skur verksamhet".

    Metod:

    Vi har valt att använda oss av en kvalitativ forskningsmetod. Inledningsvis observerade vi en barngrupp på sammanlagt 30 barn under en dag i verksamheten. Vi skapade två intervjugrupper bestående av sex barn vardera. Vi genomförde intervjuerna med dessa två grupper.

    Resultat:

    Vår studie har visat att barnens lek skiljer sig mer beroende på barnens ålder och utveckling än om leken sker inomhus eller utomhus. Utomhusmiljön och inomhusmiljön ger olika förutsättningar för leken. Vi upplever under studien att de äldre barnen i högre utsträckning leker roll- och fantasilek som i sin tur gynnas mer av utomhusmiljön därför att den kan erbjuda utrymme och stimulera eller inspirera till kreativitet. De yngre barnen i verksamheten leker i större utsträckning ensamlek eller parallellek/bredvidlek och tycks även fokusera mer på lekmaterial för att inspireras till lek. De yngre barnens lek blir därför påverkar av att det finns olika lekmaterial utomhus än inomhus

  • 324.
    Bergstrand, Rebecca
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jonsson, Emma
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Elevers uppfattning av formativ bedömning: Hur känner elever inför olika typer av bedömning2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Formativ bedömning innebär att den enskilde eleven under lärandeprocessens gång får stöd för att komma vidare i sin kunskapsutveckling. Aktuell forskning har visat att denna bedömningsform är effektiv för alla elevers lärande. Inom forskningen beskrivs fyra nivåer av återkoppling; uppgifts-, process-, metakognitiv- och personlig nivå som har olika effekt på elevers lärande. Återkoppling på process- och metakognitiv nivå har visats vara de mest gynnsamma. Forskningen är dock mest fokuserad på att undersöka hur läraren kan applicera den formativa bedömningen i undervisningen så att den blir så effektiv som möjligt. Få studier har gjorts kring elevers uppfattningar och upplevelser av den formativa bedömning de får.

    Syfte

    : Syftet med vår studie är att undersöka hur elever upplever och uppfattar den återkoppling och formativa bedömning som de får och hur de tror att den påverkar deras lärande.

    Metod:

    Studien är kvalitativ och vi utgår från ett hermeneutistiskt perspektiv. Vår empiri har samlats in genom semistrukturerade intervjuer där vi använt oss av intervjuguider. Vårt urval består av två lärare och sex elever ur respektive lärares klass. I vår analys utgår vi från våra forskningsfrågor och de fyra olika nivåerna som kategorier där våra tolkningar av elevernas svar hamnar. Vi har i vår studie även valt ut tre olika perspektiv som vi använder i vårt analysarbete dessa är lärarbedömning, kamratbedömning och självbedömning.

    Resultat:

    I resultatet av elevintervjuerna framkom det att eleverna uppfattade alla nivåer av återkoppling, dock uppfattades uppgifts- och processnivå starkast och upplevdes främst komma från läraren. Elevernas känslor kring de olika nivåerna och de olika perspektiven såg förhållandevis lika ut då merparten av eleverna hade positiva känslor inför lärarbedömning men kände en viss osäkerhet inför självbedömningen, som upplevdes som svår. Den skriftliga kamratbedömningen upplevdes positiv då denna innefattade information som hjälpte eleverna framåt i deras kunskapsutveckling, den muntliga kamratbedömningen upplevdes däremot som personlig och svår att ge på processnivå. Det rådde till viss del oenigheter eleverna emellan kring vilken bedömning de önskade möta, de flesta eleverna var dock överens om att den formativa återkopplingen på processnivå som kom från läraren gynnade deras lärande mest

  • 325.
    Bergström, Frida
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ett textuellt rop på hjälp: En metaanalys av skolans möjligheter till suicidpreventivt arbete genom skrivuppgifter2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Psykisk ohälsa bland barn och ungdomar är ett utbrett samhällsproblem som resulterar i att ett barn under 17 år begår självmord varje år. Inom skolan ska preventiva åtgärdsrutiner finnas för att motverka detta, men genom att i svenskämnet arbeta med terapeutiska skrivuppgifter kan det preventiva arbetet stärkas. Genom detta kan psykisk ohälsa hos elever synliggöras, och i samarbete med övriga myndigheter och instanser kan skolan upptäcka problemet i ett tidigt skede.

    Syfte: Undersökningens syfte är att belysa forskningsläget kring psykisk ohälsa kopplat till skolan, samt huruvida svensklärare kan arbeta preventivt med skrivuppgifter för att fånga upp svår psykisk ohälsa.

    Metod: Metoden för undersökningen är en metaanalys, vilket innebär sammanställning av forskningsläget genom granskning av olika oberoende studiers resultat. 

    Resultat: Forskningsläget påvisar att skrivande i syfte att förebygga psykisk ohälsa har fungerat i skolsystem utanför Sverige, men inom svensk skola har inga studier hittats. Psykisk ohälsa bör motverkas i skolan genom att avdramatisera den stigmatisering som råder. Genom skrivande i svenskämnet kan ämnen inom fenomenet psykisk ohälsa ge läraren indikationer på psykisk problematik som upplevs hos elever. Det framgår dock ett behov av forskning inom problematiken som präglar många elevers skolgång och privatliv.

  • 326.
    Bergström, Frida
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Branka, Sanne
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Förövare eller konsument?: En kritisk diskursanalys av SVT Nyheters rubriceringar om prostitution2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Based on SVT News' usage of terms- relating to trade and consumption in their headlines, the aim of this study is to illustrate how these terms produce naturalized images of prostitution. By analysing the collected material according to the critical discourse theory, the connection between language and social structures becomes visible. Prostitution as a socially constructed phenomenon has always been recognized as some sort of business, with focus on the prostitute as a product or an object. By acknowledging that, this study aims to analyse how the language takes part of the positioning of prostitution in a wider context. Furthermore, the problematization of how the consumption-terms creates portrayals of prostitution and the involved individuals, comes from realizing that the image of prostitution does not always include any crimes, victims, or sexually abused children.

  • 327.
    Bergström, Patrik
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Framtidens möjligheter": En studie om samband mellan elevers identifikation och deras betyg2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Det finns idag forskning som pekar på att det finns korrelation mellan hur en elev identifierar sig i förhållande till majoriteten i ett område och vilka betyg denne uppnår. I dagens globala multietniska samhället börjar ett nytt sätt att bygga identitet att uppträda. Detta är ett sätt att bygga en identitet som är mer än summan av delarna som uppstår när det globala möter den lokala kontexten. 

    Syfte

    Uppsatsen syfta är att undersöka om det finns en korrelation mellan elevers betyg i förhållande till identitet, kamratkrets och syn på skolan.

    Metod

    Metoden till uppsatsen har varit ett enkätförfarande som har utförts i nio olika klasser på tre olika skolor. Dessa enkäter genererade 159 svar som ligger till grund för studien. De tre olika skolorna som enkäten har genomförts på ligger i tre olika områden med olika socioekonomi och identifikation.

    Resultat

    Resultatet visar korrelation mellan hur elever identifierar sig, vilka kamrater de har, deras syn på skolan och vilka betyg de erhåller. De eleverna med invandrarbakgrund som visar en indikation på att de identifierar sig med den tredje identiteten erhåller bättre betyg än de som identifierar sig som invandrare.

  • 328.
    Berlin, Johan
    University West, Department of Social and Behavioural Studies.
    Book Review | Alvesson, Mats., Sveningsson, Stefan (2008). Changing organizational culture: cultural change work in progress. London: Routledge2011In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 42, no 2, p. 224-226Article, book review (Refereed)
  • 329.
    Berndtsson, Ina
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Stoma therapist education on internet2008In: Proceedings with congress programme, 2008Conference paper (Refereed)
    Abstract [en]

    Internet is a good help and save time in the daily work for most of us registrar nurses. In the stoma therapist (ET) education where students often live in different places, is internet education a good alternative. In a digital classroom as community on internet the student collect tasks, send answers, have contact with the teacher and other students in the course. It is like a classroom and with a webb camera or video a lesson can be hold. The lessons can also be prerecorded so the students can look on it any time. The big different and advantage from a real classroom this community is opened 24 hours a day. Advantage and another positive effect is that student and teacher can communicate and answer the task when it suites them best.

    To participants an internet course does not mean less work, all communications must be written and read. This will take more time then verbally communication. One important thing, all communication is written, so it hade to be clear to avoid misunderstanding. To learn and understand each other the student and teacher have to have a two way communication.

    The practical educations can the students carry through on the hospital in the home city with support from the local ET- nurse and the practical examination can be done with instruction from the ET- course. When the students report the examination paper to other students they have to comment and discuss the result in the community. All students most give written comments and ask questions to the other students. The student can not “be seated” quiet, all comments and answers has to be documented. All students become attend.

    The stoma therapist education in a community on internet has great opportunities and is a good alternative.

  • 330.
    Berner, Sofie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Skånberg, Sanna
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Relationen mellan lärande, arbetsrelaterad stress och arbetstillfredsställelse: Privat respektive offentlig sektor2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    How important is really work satisfaction? Research shows inter alia that employee's worksatisfaction is the fundamental for the employee to be motivated to perform better. If employees don't thrive at work, they will probably not last long, which means that the company needs to recruit new personnel, which in turn is hugely expensive. This means that if employees experience a high level of work satisfaction, they will be more productive, which will be of benefit for the company in form of economic gains. In our opinion, the existing research on the relationship between learning, work-related stress and work satisfaction is insufficient, and there is a lack of research on differences between blue-collar workers and educators in relation to the three aforementioned factors. However, there is research that shows that learning relates positively to work satisfaction and that there is a negative correlation between learning and stress, while some studies points at a negative correlation between stress and work-satisfaction. The purpose with our study was to examine the relation between learning, work-related stress and work satisfaction for both blue-collar workers consisting of workers and officials (N = 43) and primary educators (N =25) respectively. This was done by applying a quantitative method and the data collection (N= 68) was done through a survey constructed in Google Survey, based on questions from COPSOQ II and on (Seppälä et al., 2008;I-shuo (2017). The study showed differences between the two groups when it came to work satisfaction. Workrelated stress was barely non-significant in relation to job satisfaction between the two groups. However, the study didn't hardly show any differences when it came to learning. In addition, the study showed significant negative correlations within both groups when it came to the relationship between work-related stress and work satisfaction. Finally, a significant positive correlation was found between learning and job satisfaction for blue-collar workers. The conclusion of the study was that there were some differences between the different professions.

  • 331.
    Bernhard, Irene
    et al.
    University West, Department of Economics and IT, Division of Media Production.
    Grundén, Kerstin
    University West, Department of Economics and Informatics, Divison of Informatics.
    Kompetensstrategier vid införande av kundcenter i kommuner2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh-Snis Ulrika, Nehls, Eddy, Lund: Studentlitteratur, 2010, 1, p. 31-46Chapter in book (Other academic)
  • 332.
    Bernhard, Irene
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Olsson, Anna Karin
    University West, School of Business, Economics and IT, Division of Business Administration.
    One foot in academia and one in work-life: the case of Swedish industrial PhD students2023In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 35, no 6, p. 506-523Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated learning (WIL) approach is applied to highlight key issues that university and industry need to consider promoting mutual learning.

    Design/methodology/approach – The empirical context is a Swedish university profiling WIL offering PhD programs in three disciplines for industrial PhD students from both the private and public sectors. Data was gathered using qualitative methods; 19 semistructured interviews with industrial PhD students.

    Findings – Findings show that industrial PhD students are developing practical and transferable skills, hence, contributing to research of interest for academia and work–life. Identified benefits for learning include proximity and access to data, project and networks and contextual understanding and tacit knowledge. Barriers for learning are the perceived limited understanding of employers, the dilemma of balancing and switching between different roles, lack of belonging and identity, deficient collaboration agreements and ethical dilemmas.

    Research limitations/implications – Contributes insights into an industrial PhD education transforming along with societal needs promoting a future workforce of researchers with skills, new work practices and learning capabilities applicable in the work–life of contemporary society.

    Originality/value – This study contributes to the emerging field of studies of alternative doctoral educations by identifying benefits and barriers for learning and providing recommendations for how university and industry may promote learning in a resilient industrial PhD education collaboration.

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  • 333.
    Bernhard, Iréne
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Collaboration Model for Work-Integrated Learning in Higher Education 3rd Cycle2018In: INTED 2018: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, INTED , 2018, p. 5509-5515Conference paper (Refereed)
    Abstract [en]

    Universities need to constantly accommodate new forms of collaboration with society. Interaction with and impacts on society and practice are of crucial importance. University West (UW) in Sweden has a profile area in work-integrated learning (WIL), which generally aims to address issues on integrating theory and practice in a coherent and sustainable way. In this paper we base our arguments on a research education (3rd cycle) in informatics with specialization in work-integrated learning. The aim with the paper is to evaluate UW’s research education and research environment from a WIL perspective. We will adopt an informing science model in order to conduct a current state analysis, in which we identify and visualize collaboration activities within and between the research education/environment and the UWs key stakeholders; society/practices, research community and PhD students. Concrete implications show how collaboration and informing flows are connected and how they can be improved. General reflections are given on the model as a useful means for quality development and assurance beyond learning outcomes, including aspects of collaboration and interaction that can be regarded as paths of societal and practical impacts.

  • 334.
    Bernhard, Iréne
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Samverkansmodell för Arbetsintegrerat Lärande i Forskarutbildning: En ökad samhällsrelevans genom interaktiva flöden2020Report (Other academic)
    Abstract [en]

    Universities need to constantly accommodate new forms of collaboration with society. Interaction with and impacts on society and practice are of crucial importance. University West (UW) in Sweden has a profile area in work-integrated learning (WIL), which generally aims to address issues on integrating theory and practice in a coherent and sustainable way. In this paper we base our arguments on a research education (third-cycle) in informatics with specialization in work-integrated learning. The aim with the paper is to evaluate UW’s research education and research environment from a WIL perspective. We will adopt an informing science model in order to conduct a current state analysis, in which we identify and visualize collaboration activities within and between the research education/environment and the UWs key stakeholders; society/practices, research community and PhD students. Concrete implications show how collaboration and informing flows are connected and how they can be improved. General reflections are given on the model as a useful means for quality development and assurance beyond learning outcomes, including aspects of collaboration and interaction that can be regarded as paths of societal and practical impacts.

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  • 335.
    Bernhard, Iréne
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Olsson, Anna Karin
    University West, School of Business, Economics and IT, Division of Business Administration.
    Industrial PhD Education: Exploring Doctoral Students Acting in the Intersection of Academia and Work-Life2022In: Proceedings of the Informing Science and Information Technology Education Conference,  InSite 2022,: Informing Science and Information Technology Education Conference, Online July 6-7, 2022 / [ed] Jones, Michael, Informing Science Institute , 2022, p. 1-16Conference paper (Other academic)
    Abstract [en]

    Aim/Purpose:

    The aim is to explore the benefits and challenges of industrial PhD education through the perspectives of industrial PhD students who are acting in the intersection of academia and work-life by applying a work-integrated learning (WIL) approach to highlight issues that academy and industry need to consider.

    Background:

    Industrial PhD education is a vital part of collaboration between academia and society although still an under-researched field. This paper reveals the perspectives of the industrial PhD students who are at the same time involved in both academia and industry, with the same academic demands as traditionally enrolled academic PhD students combined with demands and expectations from their industrial employers.

    Methodology:

    Qualitative methods were applied and 19 semi-structured interviews with industrial PhD students were conducted. The empirical context is a Swedish university profiling work-integrated learning offering PhD programs for industrial PhD students from both the private and public sectors.

    Contribution:

    This explorative study contributes to advance the current knowledge of third cycle education to deepen the insights into benefits and challenges in industrial PhD education through the perspectives of industrial PhD students acting in the intersection of academia and work-life. By applying a WIL approach on third-cycle education, issues that academy and industry need to consider for successful collaboration within doctoral education are identified.

    Findings:

    Findings indicate that industrial PhD students acting in the intersection of academia and work-life are developing practical and transferable skills requested by employers outside academia, hence increasing societal impact. Findings show that industrial PhD education generates several WIL benefits. Novel challenges identified include unclear financial agreements, conflicts of interest, administrative bureaucracy, work promotion opportunities, and lack of be-longing and identity, hence not exploiting the full potential of WIL. This has been further intensified during the COVID-19 pandemic with restricted travel and dependence solely on virtual connections.

    Recommendations for Practitioners:

    It is vital to recognize that challenges do exist and need to be considered to strengthen industrial PhD education as well as collaboration between academia and society. Increased communication and continuous interactions between academia and industry during the entire industrial PhD education are needed.

    Recommendations for Researchers: Future studies of WIL in industrial PhD education are encouraged.

    Impact of society

    This study contributes insights into PhD education transforming along with societal needs based on successful university-society collaboration.

    Future Research:

    Further research is encouraged to deepen and broaden the industry perspective of industrial PhD education.

  • 336.
    Bernhard, Iréne
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Olsson, Anna Karin
    University West, School of Business, Economics and IT, Division of Business Administration.
    Work-Integrated Learning and Collaboration in Higher Education 3rd Cycle: The Case of Industrial PhD Students2020In: INTED2020 Proceedings: 14th International Technology, Education and Development ConferenceValencia, Spain. 2-4 March, 2020. / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2020, p. 2344-2353Conference paper (Refereed)
    Abstract [en]

    Today universities and higher education face challenges related to collaboration with the society. Societal impacts and innovation from academia are highly valued from governments and interaction with and impacts on society and practice are of crucial importance for universities today (Gellerstedt, et al. 2018; Galan, 2018). University West in Sweden has a profile area in work-integrated learning (WIL), which generally aims to address issues on integrating theory and practice in education in a sustainable and coherent way (Olsson et al. 2019; Gellerstedt et. al. 2015). In this paper the arguments are based on a study of a PhD-education (3rd cycle) in Informatics with the specialization of work-integrated learning. at University West.

    The focus is on the collaboration between the university and industry through industrial PhD-students who are active in the university-industry interface i.e. fully employed by the industry during their PhD-education.Research on collaboration between PhD- students and industry is, according to Thune scarce. Previous research mainly focuses on the students´ learning outcomes and educational experiences (Thune, 2009) although some benefits of this kind of collaboration are recognized (Assbring and Nuur, 2017). Thus, research on interaction and informing flows between university, students, research and practice needs to be further developed ( Bernhard et al, 2018).

    In a recent study aiming at evaluating a PhD education (third-cycle) and research environment from a WIL perspective several collaboration activities were identified at key stakeholders in university as well as in the industry (Bernhard et al 2018) by adopting an informing science model in order to conduct a current state analysis. The findings implicate e.g. that flows from PhD-student and research environment towards stakeholders were generally strong, while the opposite flows were weaker. This was especially crucial for the flows originating in practice.Thus, the overall aim of this paper is to explore university-industry collaboration and identify possible aspects of societal impact of industrial PhD-student education. The research is conducted as a case study and qualitative methods will be applied.

  • 337.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    An Eye for an I: Focus on integration in WIL2022Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This licentiate thesis describes the development and change of forms within a course with a focus on Work-Integrated Learning (WIL). For several years I have been responsible for a course and at the same time author of the syllabus for the course and seen how weak the integration is, and how it is perceived by the students, between theoretical knowledge and the practical work during an internship period. This has resulted in two interventions and processing of the syllabus and above all the methods and pedagogy used for the implementation of the course.

    In the beginning, the internship period contained four presentation seminars where the result was only a joint listening to the other students' stories and presentations. This resulted in a discussion and conceptual paper that focused on the importance of integration and how this can be made visible. The first change in curricula was inspired by Flipped Classroom, where students had to submit their narratives in advance in an online shared document. Prior to the seminar, it was assumed that they would then read each other's text and reflect on similarities and differences in experiences and learning in the workplace where they had their internship period. This resulted in a more reflective conversation during the seminars which can be called Peer Reflections where the conversation was always based on previous reflections and each other's thoughts.

    The second intervention was carried out in implementation at the same time as it was to be compared with the student's experiences of seminars in a control group that carried out a similar course structure with presentation and examining seminars. The change was inspired by a model from Australia that they call Huddles. This is a concluding seminar as a briefing of the practice. The issues that are discussed are carefully selected in collaboration with the students and have a clear anchoring in their experiences during the practice. The change, which was then implemented, after inspiration from Huddles in one group, with as before four seminars during the internship with carefully selected themes. At the same time, I was inspired by models for evaluating differences in teaching when technology is introduced, such as the SAMR model (substitution, augmentation, modification, and redefinition) and how this could be seen as a form of progression if technology was changed to AIL. The SOLO taxonomy was also the inspiration for describing the assignments and themes before each seminar.

    The research questions presented in this licentiate thesis focus on the students' experiences of how these changes contribute to a better understanding of the integration of what is taught at the university in the form of theory and the practical knowledge they learned in the internship.

    Qualitative data collection has taken place through observations and focus groups in both the group where changes have been implemented and in the group that conducted accounting and examining seminars. The results show that the integration in the students' understanding of theory and practice increases. They also experience a progression in their reflections and the seminars, while the students in the control group experience their seminars as scattered and they do not contribute to any knowledge development.

    The licentiate thesis also contributes to considering WIL as a complex concept with different areas of responsibility. The university teaches on the theoretical side, Work-Integrated Education (WIE) while on the other side of the dichotomy theory and practice where students are largely responsible for Workplace learning (WPL). Between these, several different activities can be carried out, including Huddles, which can be described as work-based learning (WBL). The university can contribute to these activities with, for example, simulations, the teaching of relevant software used by companies and organizations in the field. Workplaces can also contribute with concrete assignments in the form of various projects that the students are allowed to carry out or perhaps with guest lectures and concrete cases. Seeing WIL as an umbrella covering different forms of activities with different organizational responsibilities can make it easier to see the importance of the different activities and these can be integrated. WIL is not only WIE.

    In addition to the view that AIL is an umbrella concept with several different types of activities, ideas are also given on how Huddles can be introduced as a pedagogical method and how progression can be developed within Work-integrated Education and Learning with inspiration from different models.

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  • 338.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Work Integrated Learning through other people's stories about their workplace: sociocultural perspective of WIL2020In: VILÄR: 3–4 December 2020 University West,Trollhättan. Abstracts / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2020, p. 6-7Conference paper (Other academic)
    Abstract [en]

    A not uncommon view in higher education is that there is a clear difference between theoretical knowledge, what you learn at the university and the practical skills, what you learn in the workplace. Both forms of knowledge are considered important and why different activities in the area of Work Integrated Learning (WIL) are included in the teaching that aim to achieve the learning objectives that are in the syllabus. A relatively common form of examination of these goals is that students write a report on their workplace learning. By conducting seminars or huddles where students are given the opportunity to learn from each other's experiences, such integration can be improved. Within the program "Digital Media", at University West, students have the opportunity to participate in a 20-week internship at a workplace with a focus on activities that they themselves want to work with in their future professional careers. Every other week, four thematic seminars was held based on the students' written stories about the workplace and a unique theme for each seminar. Through summaries of the seminars, a questionnaire and a reflection report, the question was asked: How do students experience their learning based on classmates' narratives about their workplace? We conducted 4 peer seminars, in order to talk about similarities and differences in the narratives, and a digital survey, Possibility to Learn at Workplace (PLW)consisted of two parts, one that focused on the workplace and another focused on the university's teaching activities. The students' final written report also dealt with reflections on the student's personal learning and development. These reports were treated through thematic content analysis.

    The results show how learning is improved through socio-cultural activities in the form of the thematic seminars. The survey showed that the seminars were good support for creating new knowledge among the students.

  • 339.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Work-integrated learning through peer narratives about workplace experiences2023In: International Journal of Work-Integrated Learning, ISSN 2538-1032, Vol. 24, no 2, p. 277-291Article in journal (Refereed)
    Abstract [en]

    This article describes students' experiences of different activities arranged by a Swedish university in connectionwith their internship. The article presents two approaches for conducting seminars while students are on aninternship. One student group attends formal, structured seminars while the other group attends seminars in theform of focus groups called huddles, where the theme of conversations is carefully selected and has its origins instudents’ narratives on their authentic experiences during the internship. The more ’traditional’ formal seminarsare perceived by the students as scattered, while the conversational approach based on personal experiences helpsstudents to develop a professional identity. Conversational focus groups were perceived as the pedagogicalmeasure that contributes most to students’ development. This research emphasized the deep learning affordedstudents and the insights emerging from the conversations. The organic nature of the conversations enableddevelopment in both intended and unintended learning outcomes.

  • 340.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Andersson, Mikael
    University West, School of Business, Economics and IT, Division of Media and Design.
    Research design for learning in WIL2019In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 5-6Conference paper (Other academic)
    Abstract [en]

    In the Digital Media program, students have the opportunity to complete an internship. In addition to the objectives of the syllabus, they specify their own learning objectives. These knowledge goals rarely align with the course objectives found in the syllabus but focus more on what practical skills they believe they will learn.

    In this paper we present planned activities to explore the students' experience and learning during the internship period using mixed methods. The main question is: To what extent can both academic theoretical goals and students' skills goals be combined during the internship period? Students fill out a form of how they themselves feel they are ready for working life, a readiness. Self-esteem of readiness can also be seen as an indicator of what Bandura calls Self Efficacy (Bandura, 2010).Group interviews are conducted and recorded and then transcribed and analyzed, based on survey results investigate whether students who carry out WIL activities feel better prepared for professional life after completing their studies (Purdie et.al., 2013). Students also hand in written reflections on their own learning, where students describe and argue for their learning based on a model called RAT (Replacement, Amplification, Transformation) (Hughes et al., 2006).

    Further data is collected through two surveys based on LPW (Learning Potential of the Workplace). It consists of 12 different questions developed by Nikolova et.al. and were presented in article (Nikolova et al., 2014). Collected data is processed and analyzed and should be able to give a clear picture if the internship only served as Work Integrated Education (WIE) or if it was also Work Integrated Learning (WIL). The difference between these concepts is discussed by Billet, which means that merely replacing one form of teaching with another does not always lead to the workplace contributing to student learning (Billett, 2018).

  • 341.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    An eye for an I: a framework with focus on the integration of work and learning in higher education2018In: INTED 2018: Proceedings, 2018, p. 4923-4927Conference paper (Refereed)
    Abstract [en]

    Higher education plays a new role in the society and the highly specialized labor market, and higher education institutes are expected to interact with and contribute to the surrounding society. University West in Sweden is since 2002 commissioned by the government to develop the pedagogical strategy called work-integrated learning (WIL) and WIL is the “trade mark” for the University. This means that pedagogical methods are based on WIL and that the faculty is working on further refinement and development in order to maximize the pedagogical gain offered by using the synergy between theory and practice.

    Work-integrated-learning activities are often implemented in a course as methods aligned to the learning outcomes regarding knowledge in the specific subject. However, another perspective is that the capacity to reflect and understand the integration of theory and practice could actually be a learning outcome in itself. From this perspective, it is vital to theoretically frame and formulate stringent learnings outcomes. To have a clear framework for this is important for curriculum design, course delivery and assessment, as well.

    In a self-evaluation conducted at the University, including focus groups with, both undergraduate and post graduate students, teachers, researchers and managers, a call for a framework has been expressed.

    In this conceptual paper, we propose a framework to support, design, delivery and assessment of work-integrated-learning progression, i.e. understanding of the integration between theory and practice. This framework is inspired by theories regarding constructive alignment [3], the SOLO taxonomy, agentic learning, SAMR-model and the RAT-model. RAT means Replacement, Amplifying and Replacement [4] while SAMR is the acronym for Substitution, Augmentation, Modification and Redefinition [5]. Our WIL-4U has also been inspired by SOLO taxonomy [6]

    In short, the framework for progression includes a progression from being descriptive regarding the observed practice, skills for comparing and evaluating practices, to be agentic in how theory and practice could be used in synergy for evolving, new theory and development of practice. Thereby, putting on eye on the “i” in WiL.

    Ultimately such a framework could support the progression of “WiL-understanding” through an educational program, and that students after graduation have developed readiness for “life-long-learning” and could be agentic at workplaces in the sense that practice and theory are used in synergy.

  • 342.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-integrated-learning: So what?: A framework for describing the level of integration between work and learning2017In: ICERI2017 Proceedings, 2017, p. 443-451Conference paper (Refereed)
    Abstract [en]

    The knowledge society of today is characterized by a continuously ongoing technological development and digitalization that steadily calls for new competencies and transforms existing professions. For being able to provide up-to-date competence in a fast-changing labor market there is, perhaps more than ever, a need for extensive cooperation between Universities and surrounding society. A number of different models supporting the civic university has been established, e.g. “entrepreneurial university”, the triple-helix model and the increasingly popular adoption of “work-integrated learning” (WIL). 

    Work-integrated learning offer students authentic learning experiences and create synergy between theory and practice, e.g. by cooperative educational programs, internship, sandwich programs and case based teaching. Beyond the pedagogical benefits with experiential learning, WIL also supports the transfer between higher education and work, i.e. increases readiness, employability and also encourage a more agentic engagement. Furthermore, research results show that WIL-students have career benefits regarding salary in early career and job advancement. Even though, WIL and similar strategies for combining theory and practice seems to have promising pedagogical and career advantages, the theoretical underpinning is still underdeveloped. For instance, the methodology for how learning is promoted and which role external partners could play is vague. 

    At University West with more than 25 years’ experience of WIL a holistic approach to WIL have been adopted and WIL permeates all the Universities activities: education, research and extensive collaboration with the surrounding society. Over the years our efforts have been formalized and a taxonomy for will-activities have been developed. In sum, we know that WIL have promising potential, and we know what to do. But, in a recently performed study at this University, based on focus groups interviews and consolidation of our experiences we identified that even if the question “what?” is responded to, there is an important sub-question to be addressed, namely: “so what?”. When adopting different WIL activities, both small and large scale activities, e.g. a guest lecture or an internship, it is reasonable to reflect on whether these activities are used in an optimal way? What kind of impact does the WIL-activity imply? What could be achieved by successful integration between theory and practice? Could it be visualized?

    Inspired by models used for integrating technique in education (RAT, SAMR and TPCK-models), we have developed a framework for the progression of work-integrated learning in education. The framework is in a sense a model for “Wil-value”. This framework could be used on different levels and in different context: in a single course, educational program, in research projects, cooperation with surrounding society, mentorship and on partner workplaces.

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  • 343.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Norström, Livia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Andersson, Mikael
    University West, School of Business, Economics and IT, Division of Media and Design.
    Flipped And Open Seminars As A Method For Work Integrated Learning2019In: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres (eds), Valencia: The International Academy of Technology, Education and Development, 2019, p. 4458-4466Conference paper (Refereed)
    Abstract [en]

    Since 2002 University West, Sweden has had a mission from the Swedish government to develop methods for work integrated learning (WIL). WIL is thus a “trademark” of the university and the university is continuously developing teaching models to enhance a synergy between theory and practice with the goal to improve education and students’ lifelong learning. A challenge in such work is a decreasing engagement among students to participate in seminars at campus, especially during periods of internship. In the study underlying this paper we therefore explore a new teaching and learning method that aims to stimulate students to come to campus and to discuss their experiences with peer students and teachers during their internship.The internship and the seminars are organized as a ‘WIL course’ in the fifth semester of the candidate program ‘Digital Media’. As part of the course the students spend four days a week in a workplace where they contribute substantially to the work at the workplace. One day a week they spend at campus to reflect, write and discuss topics related to the work and organization at the workplace e.g. organizational culture, how a work day is organized, how design work is organized, and how the workplace treats its customers. The students and teachers meet once every second week for a seminar where they discuss the above-mentioned themes. The reflections made at the seminars and the conversations are important for the learning goals at the course. However, the teachers experience a moderate interest from the students’ side to participate and the students tend to be ill prepared.To increase the value and learning for the students, a new approach for better structure and engagement has been introduced, where students in beforehand writtenly reflect on questions about their workplace in relation to the theme of the week. They write in open and shared documents so that all students before the seminare can take part of each others reflections and as such come to the seminar with a wider perspective on the particular theme. The seminar is then held at the campus where the themes are discussed and workplaces compared with help of a shared matrix where the students can place their workplace regarding level of structure, formality, creativity etc . As such the seminar has a ‘flipped’ character and the ICT tools for learning used are open and editable over time for all participants.The empirical material is based on 24 hours participant observations, 10 students’ written reflections and the course curricula. The findings show that the flipped and open approach to the seminars has made the students more engaged in reflections about their workplace, not only during the seminar at campus but also during their work at the workplace. The shared document stimulates reflections of differences between workplaces that has not been so clear before, and the matrix has helped the students to take the reflections to a higher level by reflecting over organizational culture and workplace conditions. By comparing each other’s experiences from a spectrum of different aspects/themes they get a more nuanced picture of the skills and competences needed in the workplace, and they get more strengthened in their professional role. The recurrent discussions over time during the course therefore contribute to make the students more experienced than they would had been by only having got the experience from their own workplace.

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  • 344.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Norström, Livia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Andersson, Mikael
    University West, School of Business, Economics and IT, Division of Media and Design.
    Work Integrated Learning and Work Integrated Education: A Study On Learning Processes and Learning Methods for Working Life2020In: INTED2020 Proceedings: NTED2020 Proceedings: 14th International Technology, Education and Development Conference Valencia, Spain. 2-4 March, 2020. / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2020, p. 4106-4112Conference paper (Refereed)
    Abstract [en]

    It is a common view in higher education to make clear distinction between theory, what you learn in school, and practice, what you learn in the workplace. Work integrated learning (WIL) is an approach in higher education that problematizes this distinction and that supports the understanding of an integrated view of theory and practice. In this paper we report from a study in which we investigate how students become increasingly ready for working life during a course. We explore “the process of learning to be ready for working life”, that we herein call ‘Work Integrated Learning’ (WIL) and we explain how WIL can be supported by ‘the methods used to enhance readiness for working life’, which we refer to as Work Integrated Education (WIE). The first aim of this study is to better understand how students develop readiness for working life. A second aim is to shed light on the distinction between WIL and WIE in order to understand how different types of knowledge sources for students can support the feeling of being ready for working life.The study is conducted at the bachelor’s degree programs ‘Digital Media’ and ‘3D-animation and visualisation’, at University West, Sweden. During the fifth semester, students have the opportunity to carry out internships in a workplace. The internship is conducted as a course at the university that gives higher education credits. The time spent on the course is split between the workplace (80%) and the university (20%). Every second week the students write down reflections on a given topic related to experiences in the workplace. Topics can be for instance custom relations, professional roles and ethics. The reflection texts are shared openly on the learning management platform so that all students can read each other’s reflections. Thereafter the group meet with faculty teachers in a seminar to discuss each other’s reflections. In the end of the seminar the teachers present a matrix including dimensions related to the topic discussed and the students are given the task to place the organisation they are practicing at in the matrix. The purpose of the shared reflection texts, discussions and work with the matrix is to give the students the opportunity to compare each other’s working experiences and to shed light on aspects of the experience that can help them to feel prepared for working life.The study is a mixed methods approach and consists of three sets of data: group interviews, online surveys and students' written reports. The research questions we seek answers to are:- How do the work of writing and discussing experiences from the workplace contribute to students’ personal understanding of what kind of workplace they search for in work life?- To what extent can both academic theoretical goals and students practical goals be combined during Internship?Preliminary results show that the student learn something on top of the course curricula. In the seminars discussing and reflecting upon each others experiences from different workplaces, they start to construct a vision for a future workplace of their own. A set of preferences on company size, the way the creative process is conducted, values, type of clients and other factors that define the company where student make internship.

  • 345.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Perneman, Jan-Erik
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    An Intercultural University with Hubs, Nodes and Feeds2011In: EDU Learn 2011 Proceedings, 2011, p. 4755-4758Conference paper (Refereed)
    Abstract [en]

    Linköping University and University West in Sweden have during the last decades developed intercultural courses together with indigenous groups in the Nordic countries, Latin America and Africa.

    We have recently developed ideas about how the modern web-based tools could give the possibility to create a sustainable and mutual communication . The ideas are based on the use of technologies in the field of Web 2.0 and refer to tools such as blogs and RSS feeds and readers of such feeds.

    Readers can be set so that the transmitted information is displayed in the individual's own language, although it is written in another language. Similar features are also available for direct real-time translation of such blogs or other websites. Many blogs also allow, by special functions, to read and subscribe to the content of other blogs. By creating structures that link the course blogs "inwards" towards a common hub, portal information are made ​​available in such a way that the individual participant or group courses can easily find relevant information from other participants or from the education provider. The use of such hubs also create incentives to study digital communication tools and how these can operate in different educational models with education and lifelong learning in focus.

    Course blogs or group blogs are created on various free sites on the web. Examples include Wordpress.com or Blogger.com. The place does not matter if there's a feed so others can subscribe. If the group wants to link information from other blogs or sites with feedback there is a need for functionality locally on the system. The aforementioned systems have such features.A study group blog provides feedback to the course blog and a group blog can also subscribe to various feeds for different categories of course blogs. The hub shares in the same way information in both directions with one or more course blogs. The hub may also include links to the various systems and also addresses for individual feeds or combined for different course groups or a common language.

    The implementation of a hub according to the above model of intercultural courses also provide experiences that can be used for other courses in which several courses are given to groups that are dispersed geographically and also in time. There is also an opportunity to communicate and provide material from their own or joint "learning environments". It can be seen as experiments with forms of support to the "Personal Learning Environment" and opens for use of the “Open Educational Resources ", especially such as the participants themselves find interesting and want to spread to others.

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  • 346.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Combining pedagogical strategies and ICT support for fostering the digitalized agentic learner2017In: INTED2017 Proceedings, 2017, p. 1433-1441Conference paper (Refereed)
    Abstract [en]

    Higher education is facing exceptional challenges due to an increased complexity on the labour market. The work life of today is highly specialized and demands continuous education, i.e. lifelong learning. Higher education must focus on developing competencies for work life, beyond traditional theoretical knowledge [1]. To cater for these demands, higher education must adopt more application-oriented and trans-disciplinary research [2]. Moreover, colleges and universities could more systematically take responsibility for career development and adjust curricula for both traditional and non-traditional students [3]. A crucial question to address is how higher education could foster a student to become a “lifelong learner”? From a pedagogical perspective, it is of course vital to teach a student how to learn [4], aiming at achieving the skill to become a self-directed learner. Interestingly, it is argued that the qualities for being a proactive and agentic learner in higher education are the very same abilities required for effective professional practice [5]. We need to use educational strategies, e.g. work-integrated learning (WiL), as a part of the preparation of becoming an agentic learner, that permit them to successfully negotiate, engage and learn from what they are afforded, for both personal and professional outcomes [6]. Furthermore, we need to adopt important key factors that support fostering agentic learners [7]. 

    In parallel to pedagogical strategies and key factors, Information and Communication Technology (ICT) could play an important role for continuous learning [8-10]. Research shows that over the recent years, social media has been pointed out as a tool, not only for external communication, but also for informal learning within organizations [11-14]. 

    In this paper we wish to suggest a combination where important pedagogical strategies are combined with ICT-support. Moreover, we wish to suggest a strategy for how this combination could be practiced in higher education, making the transfer to work life smoother. 

    We acknowledge that students of today most often have good knowledge of the use of various digital tools such as Facebook, Youtube etc. This is however often constrained to the use of various platforms and tools for entertainment and social contacts. How these tools can be used for learning portfolios, both during their studies and for lifelong learning, is less known and used. We suggest that students during their education choose digital tools based on individual preferences and build a personal learning environment (PLE) [15]. The PLE should include “open tools”, such tools are available outside closed systems within organizations, in order to be useful also after graduation. The student has the possible to develop and re-use knowledge of tools and platforms to work in the new context, working life. However, the use of a PLE will not in itself do the trick. 

    Portfolio is one of many tools to assess learning. When the digital development progressed and applications on the Internet has expanded, the portfolio characteristics can be changed to the e-portfolio [16]. We advocate that both teachers and student need support for developing pedagogical strategies that optimize the use of ICT and aims at fostering agentic learners. We suggest that an e-portfolio may constitute such a joint support. 

    In this paper we will show that an e-portfolio and PLE can support important factors for fostering agentic learners who in an efficient way take advantage of modern ICT. In sum, we suggest an approach for fostering “digitalized agentic learners”. 

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  • 347.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    "Just in Time": Tidig feedback för ökat lärande2018In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 7-7Conference paper (Other academic)
    Abstract [en]

    Genomströmning är ett begrepp som ofta används för att mäta hur lönsam en kursär för lärosätet. Det ger ett ekonomiskt mått på en kurs. Det är också ett mått på kvaliteten i studenternas arbeten. Ju bättre kvalitet och måluppfyllelse en inlämningsuppgift har desto större sannolikhet för ett godkänt betyg. Samtidigt kan det också ge en indikation på huruvida innehållet är svårt att ta till sig eller om kursmål är svåra att uppnå. Kursen Integritet och demokrati i Digitala Media vid Mediaavdelningen, Högskolan väst, har under flera år kämpat med relativt lågt antal godkända examinationsuppgifter vid första examinationstillfälle. Problemet diskuterades i lärarlaget och för att åtgärda problemet bestämde lärarna sig för att lämna feedback till studenterna i ett tidigare skede av kursen, med ett tydlig fokus på vad som behövde förbättras för att bli godkänd. Åtgärden resulterade i en ökad genomströmning och i denna text diskuteras vikten av att ge feedback i tid. Metoden för iterativ feedback ser vi också kan användas vid utbildningstillfällen där arbetsintegrerat lärande är ett kursmål.

  • 348.
    Bernhardsson, Lennarth
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Högberg, Karin
    University West, School of Business, Economics and IT, Division of Business Administration.
    Designing For An Active Learning Classroom: How Technology Makes A Difference In Higher Education2019In: ICERI2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy, 2019, p. 4109-4116Conference paper (Other academic)
    Abstract [en]

    Active Learning Classroom (ALC) has been introduced in many universities designed to promote active, student-centered learning to facilitate new teaching and learning situations. However, it is well known that technology per se do not create new teaching practices. The aim of this paper is to explore the role of technology in instructional design created for an active learning classroom. We explore a case of instructional design in an ALC, within the context of a university in Sweden and students at a bachelor's degree program in informatics. An action oriented research approach was applied. Data includes; engaged classroom observations; a student survey; and teachers’ interviews. The results show that technology came to play an important role in the instructional design in terms of affecting the engagement and pace in the teaching situation. Contributions includes unpacking how the functionality of technology can affect the teaching situation in a technology intense ALC environment as well as instructional design suggestions created for a ALC and that is considered fruitful by students and teachers.

  • 349.
    Bernhardsson, Patrik
    University West, Department of Economics and IT, Division of Media and Design.
    Hur uppfattar studenter tankebokensimplementering i Web 2.0-verktyg?: En kvalitativ studie om hur studenter uppfattar tankeböckers implementering i Web 2.0-verktyg2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien i denna uppsats är explorativ och förståelseinriktad. Syftet med undersökningen är att undersöka om respondenterna uppfattar att man med hjälp av Web 2.0-verktyg kan stödja lärande utifrån tankebokens koncept.Undersökningen har genomförts på en grupp studenter på Digitala Medieprogrammet vid Högskolan Väst. Studenterna läste vid tillfället en kurs som heter Digitala Distributionsformer, en kurs kring hur man använder olika former av digitala distributionsformer både via internet och mobil. Undersökningen består av en fokusgrupp av dessa studenter, samt observationer kring studenternas användning av de digitala verktygen.Resultatet visar att bloggar ger fördelar och uppmuntrar studenter till ett reflekterat lärande genom t.ex. tankebok som form. Tankebok i blogg kan därigenom bli ett stöd i lärandet.

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  • 350.
    Bernhardsson, Patrik
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Personal Learning Environment For Learning After University2018In: INTED 2018: Proceedings, 2018Conference paper (Refereed)
    Abstract [en]

    It is becoming increasingly common for universities and schools to use some form of digital system between teachers and students. They usually use a Learning Management System (LMS). Watson [1] discusses the concept and systems used today and believes that the intentions with LMS are good but they lack valuable functions. They have most often been used to distribute instructions to students. It is a unified information that applies to all participants and is not in any way individualized or gives the individual student the unique support that may be needed for a good learning environment.

    Learning in the digital era requires new skills focusing on different digital artefacts [2]. Learning is also a lifelong process that not only happens in an institutional context. Learning takes place in both formal and informal contexts. Learning and work-related activities are connected today, and education needs to be shaped to support a continued process even after completion of formal learning [3].

    Instead of standardized one-way solutions for transferring instructions, in which is the way many LMS are used, students should during their time at the college learn tools that support learning and communication with others. By using the tools used in working life during the study time, the boundary is blurred between the school's LMS and tools commonly used in working life. [3]. Many LMS used in higher education is not used in business and the skills gained by students through LMS cannot easily be transformed into knowledge of the tools that companies use. By introducing tools that are widely used in business, students can create their own set of tools for communication, project management and information retrieval. The tools can then contribute to encouraging their own critical search of information based on which they can shape their unique knowledge and to act as an "agentic learner" [4]. The use of an LMS that students cannot use after completing studies does not give the same opportunities for continued learning as a set of ‘open tools’. They need to create a Personal Learning Environment (PLE) so that they can then continue to use same tools after completed studies. [5]

    Richards et al [6] describes a driven student as an "agentic learner". A self-employed individual with both pleasure and ability to learn as such can determine what needs to be learned from knowledge goals in a syllabus related to the individual's existing knowledge. In order to become such a driven student, a larger "toolbox" for learning is needed than a standardized LMS solution often offers.

    It is not new tools within LMS, adjustments and minor changes, which are needed. It is a whole new perspective where the focus is shifted from LMS to PLE. It is difficult to create understanding among students how tools locked in an LMS provide knowledge for an upcoming work life. A whole new set of tools is needed or what is described as a system change by Reigeluth [7]. A whole new perspective on what tools that support lifelong learning and not only university studies. Since the LMS is connected to the university the LMS is closed for external access and the student cannot access it after they leave the University.

    In this paper we discuss, based on a theoretical perspective, whether open cloud-based tools can form the student's PLE to replace the university's LMS.

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